Sociology

Any remaining reflective paragraphs to turn in from Friday?  Thesis/evidence work pages for the race DVD were returned, discussed, and edited.  Remaining research was shared.  We discussed the handout from yesterday and highlighted key terms.  We then continued with the analysis of "30 Days: Atheist & Christianity."  We'll continue our discussion and editing of our pages in class on Monday.

World History

Context/Lens Hammurabi's Code was returned and discussed.  We viewed a DVD about the Chavin while completing the analysis notes page -- to be continued in class on Monday.  "History Channel: Digging for Truth -- The Real Temple of Doom" (see Youtube).

U.S. History

We continued work on the work packets detailed yesterday -- to be finished in class Monday.  We also discussed briefly the complexity of the recent Grand Jury decision in Ferguson, MO in light of our constitution studies and historical racial issues.

Sociology

Pick up and read the new handout about Social Institutions and view "30 Days: Atheist & Christianity" to complete the analysis -- to be finished in class tomorrow.

World History

We finished the Olmec DVD/notes as detailed Friday.  Pick up the Chavin 1/2-page disclaimer and the full-page notepage -- we'll use this tomorrow in class.  Be sure to collaborate with a peer to edit your Olmec notes and also to extract some bullet points for the EQ page.

U.S. History

Part II of the Constitution Test.  Begin work on "Part II -- A New Republic -- Texbook Work Pages."

Sociology

E.Q. argumentative paragraphs were finished and turned in.  Complete the reflective paragraph by Monday -- see 1/2-sheet paper with writing prompts and instructions.

World History

Three-article work packet is due.  We color-coded and discussed the Olmec & Chavin map.  We began analysis work on Olmec work pages while viewing History Channel's "Digging for The Truth: Kings of the Stone Age" through 27:00 (see You tube) -- to be finished in class on Monday.

U.S. History

Constitution Test -- Part I.  Part II will be on Monday, and it will cover the last portion of the study guide, from "no quartering of soldiers" through to the end.

Sociology

Writing day!  We'll be back in the lab tomorrow to finish the EQ paragraphs.

World History

Work day -- continue work on the three "Layering-to-Today" articles as detailed yesterday....due first thing tomorrow -- finish for homework as needed.

U.S. History

4th hour finished the "Crash Course: Constitution" analysis and turned it in.  In all hours time was given to continue preparing for tomorrow's Constitution test.

Sociology

Students shared their research and were scored.  A handout of socialization-related lyrics from a South Pacific song was distributed and discussed.  A quote was provided on the SMARTboard for students to copy, along with some notes to break it down.  Score sheets/instructions for the end-of-unit EQ writing were distributed and discussed, and students were given time to prepare to write.  We'll be in the lab tomorrow for the writing.

World History

We continued our work on the Layering-to-Today articles and analysis work pages.  We will finish in class tomorrow.

U.S. History

1st and 2nd hours -- study guide work time -- for homework, work through at least the 7 articles.  All hours -- contrary to original plans, we'll have in-class time to work through the amendments section of the study guide.  Check in with a reliable classmate for additional clarifiers and pointers given in class about the study guide and the test.  4th hour -- we did the analysis of "Crash Course: Constitution" (see You tube).

Sociology

We viewed and added notes to our EQ page: "The Global POV Project" (13:32) - see You tube.  We then began curiosity research -- 20 minutes of focused research, using verified expert sources -- see score sheet.

World History

Students collaborated in small groups to do a quick discussion and editing of notes (on EQ page) with regard to Egypt and the Indus River Valley.  Students check-marked the content addressed that is found on the Outline of Popular Details in the Egypt and IRV sections.  Then, begin work on the "Layering to Today" articles and accompanying work pages -- be sure to read the additional instruction page -- to be continued in class tomorrow.

U.S. History

4th hour received their graded Meacham claim/evidence work pages and we discussed.  In all classes we discussed the amendments.  1st and 2nd hours received their Constitution Test study guides and we discussed -- you'll have tomorrow (Wed) in class to work on it, but Thurs we'll be on to other work.  1st and 2nd hours finished the "Crash Course: Constitution" analysis page as detailed yesterday; 4th hour will begin this work tomorrow.

Sociology

We viewed two more clips about the topic of race to add to our EQ and CQ pages:  "The Promise, a Lesson in White privilege" as told by Phyllis Unterschuetz (view the first 10:18; 11:58 total) and "Hari Kondabolu -- white people will be the minority..." (2:56) (see You tube for both).  For "The Promise," also record analytical notes on a separate page (clearly labeled) and turn in:  the setting of Phyllis' interaction with the waitress, Phyllis' lens in the first 1/2 of the story, Phyllis' lens in the second 1/2 of the story, and the waitress' lens.  Be clear and detailed.  Turn in this analysis page.  We also viewed another clip about social class to add to the EQ and CQ pages: "Colorado Women Take Aim at Hunger" (6:30) -- You tube.  We're wrapping up the unit; so, be sure to get caught up with any work you may have missed! 

World History

Students completed the reading and note-taking assignment about Egypt as detailed last Thursday/Friday and then did the same work for the Indus River Valley (text pages 110-122) -- to be finished for homework as needed. 

U.S. History

The "God and the Founders" claim/evidence work pages were returned and discussed at length.  We began analysis of "Crash Course: Constitution" -- to be finished in class tomorrow.  4th hour had a substitute teacher due to a meeting I had that hour -- so, they will do the above plans tomorrow, and today, instead, worked on the Constitution study guide that the other classes will do in class tomorrow.  The exam is Friday -- study well!

Sociology

Due to technical difficulties, we'll have to back up to view and analyze the race-related video clips I had prepared for today.  We jumped ahead to the topic of social class stereotypes and viewed a video clap to analyze for bullet-points on our EQ page: "SNAP myth v. fact" (1:39) from You tube.

World History

We continued reading-for-information about Ancient Egypt as posted yesterday.  As students finished, they picked up a handout of the Egyptian hieroglyphics...for fun, try writing your name.

U.S. History

I distributed my answer key for the "Crash Course: Emerging Politics" for students to use to self-assess their analysis from yesterday...and to see me today in class with any questions they have.  Read the list of Constitution signers on p.199 of the text and see if there are any names you want to put on your CQ page for later research.  Finally, complete your note-taking on the Amendments -- to be finished for homework as needed.

Sociology

Students finished their claim/evidence work page begun yesterday and turned it in for scoring.  We viewed a series of video clips and made notes on our EQ and CQ pages...and had some informal discussion, as well:  from You tube: (1) "ABC's What Would You Do, Bike Thief" (11:44) and (2) "Black Guy Breaks into a Car" (1:43). (Analyze the treatment of the various people and the analysis of the psychologist with regard to society and race).

World History

We discussed the Shang Dynasty, discussing our gratitude for Professor Austin's talk in preparing a letter to him, editing our notes as needed, adding bullet points to our EQ page and questions to our CQ page, and then check-marking what we've covered on our "Outline of Popular Details."  In some classes we began work on Egypt -- reading-for-information textbook pages 79-107 (to be continued in class tomorrow), and a handout of Egyptian hieroglyphics.

U.S. History

Complete the analysis page (claim/evidence) for Crash Course: Emerging Politics found on You tube.  Do your best on this while viewing just one time; I'll give to you a copy of my answer key for you to self-assess...the better focus, effort, and detail you dedicate, the better practice this is for the scored analysis we'll do on a different episode tomorrow or Monday.  (Note: when we view the one to be scored, we'll watch it twice and view the intro and conclusion a total of three times to be sure you have ample thinking time on it.)  Also, we worked on note-taking on more of the Amendments....

Sociology

We discussed the handout of racial stereotypes and then completed a claim/evidence analysis page while viewing a DVD montage about racism in the United States.

World History

Professor Austin offered a talk about the Shang and Zhou dynasties -- copy from a reliable classmate the notes and pick up a handout from the bin in the back of the classroom.

U.S. History

We discussed the Electoral College further and added notes in our "Article II" (executive/presidential) section of our Constitution notes.  We then moved forward with groups presenting their key notes on Articles IV, V, VI, and VII. 

Sociology

Students worked in groups to debunk some racial stereotypes provided on a handout -- we will discuss this tomorrow as a whole class.

World History

We finished our work with Hammurabi's Code, completing the work page and then adding bullet points to our EQ page in collaboration with peers. (Finish for homework as needed.)  We also check-marked the items covered in class in the Mesopotamia section of the "Outline of Popular Details -- Urban."  Finally, we prepared for our next case study -- Ancient China, Shang Dynasty; Professor Steve Austin will be here to offer a talk and slideshow on the Shang and Zhou Dynasties during which students will complete the note packets provided today.

U.S. History

Tomorrow we'll come back to Articles IV-VII so that today's lesson can be done easily for homework (individual work rather than necessary collaboration) by the 2nd hour class (Veterans' Day assembly)....So, on a new sheet of paper we will jump ahead to take notes on the 27 Amendments -- use the text or web, whichever is easiest for homework.  We will have some more time in class to work on this, but 2nd hour will eventually (and likely) need to finish for homework Wednesday evening.

Sociology

We concluded our Socratic Discussion from Friday, and in doing so viewed scene #10 ("Rights and Obligations" from "30 Days: Straight Man in a Gay World." We also read an editorial cartoon (see handout) and read an article about banning divorce (see handout).  Tomorrow we'll head toward wrapping up the unit with discussion about the socialization implications of race and social class

World History

8th hour finished and turned in their Hammurabi's Code Context & Lens work pages.  All classes began their close-read of Hammurabi's Code while completing the accompanying work page of analysis questions -- to be continued in class tomorrow.

U.S. History

We took notes on key points of Article III of the Constitution from the textbook, working with our think-pair-share partners.  Then, students were assigned to slightly larger groups with the task of note-taking on either Article IV, or V, or VI, or VII, and then, tomorrow, students will be called upon randomly to provide notes via SMARTboard with explanations for the rest of the class on their group's assigned Article.

Sociology

We continued our Socratic discussion.  After viewing more clips on Monday, we'll continue the discussion further.

World History

Reflective writing and EQ writing from the Ag unit were returned along with a sample answer page.  Time was available to talk with me about any questions you have about your graded work, while the class worked, individually, on a "context/lens" work page and accompanying reading about Hammurabi's Code.  In hours 5 & 7, the work pages were turned in at the end of the class period.  8th hour will finish them in class Monday.  If you have any remaining questions about your work, see me during class on Monday as we work on more, independent work.

U.S. History

We read and took some notes about the Electoral College and also viewed a short video at www.archives.gov/federal-register/electoral-college

Sociology

We finished our work with the "30 Days" episode as detailed yesterday.  Be prepared for Socratic discussion tomorrow -- see updated, slightly more rigorous score expectations (handout).

World History

In 5th hour we discussed our map with regard to geographical similarities between the four culture hearths shown.  We continued reading and note-taking about Mesopotamia as detailed yesterday.  Students then discussed their notes (for editing their own) in mid-sized, assigned groups.  We also began a some context/lens work to prepare to read a primary source from Mesopotamia -- pick up the work page and information source (handouts).

U.S. History

We finished the "Constitution Hall Pass" video on "The Presidency" (as detailed in earlier posts) and our textbook notes on Article II.  We also read and took notes on a handout about the "Seven Roles of the President."  Finish all text notes for Articles I and II for homework as needed.

Sociology

"30 Days" analysis as detailed yesterday.

World History

We color-coded and discussed the map handout for the first four urban culture hearths.  We read-for-information about ancient urban Mesopotamian cultures while recording relevant bullet points onto our EQ page and curiosity questions onto our CQ page -- use pp.33-47 in the text book.

U.S. History

Finish note-taking about Article I from the textbook.  We began taking notes on Article II from the same website as the previous clip...this one is called "The Presidency."

Sociology

We discussed the polygamy articles and work pages while adding notes to our EQ and CQ pages.  We then wrapped up our discussion on the previous topic of gender, adding relevant notes to our EQ and CQ pages.  We prepared to analyze a new episode of "30 Days: Same Sex Parenting" while adding more bullet-point notes to our EQ page, questions onto our CQ page, AND identifying clearly on a separate sheet of paper one example of each: conflict perspective, functionalism perspective, symbolic interactionism, verstehen, and norms.  We begin the screening and analysis tomorrow.

World History

We finished the work page for the Loewen secondary source, close-read article and then discussed and edited as a whole class.

U.S. History

We completed the note-taking from the video clip described yesterday, and then, in t-p-s groups added notes from textbook pages 189-194.  The Meacham article work pages are due today.

Sociology

Students worked on the Parker article from Friday -- finish for homework to be completed for tomorrow.  (Then, we'll wrap up our discussion about "gender.")  The work pages about the articles regarding "polygamy" were returned and discussed -- discussion to be continued in class tomorrow  (add to your EQ & CQ pages in the process).

World History

We previewed together, discussed, and added some notes to our new "Outline of Popular Details -- Urban."  We began work in tps groups on a context/lens and main ideas work page for a close-read (challenging read) of a secondary (scholarly) source -- to be continued in class tomorrow.

U.S. History

We finished our in-class work time on the "God and the Founders" article and work page -- due first thing tomorrow...finish for homework.  We began our study of the Constitution -- the test will be calculated into the final exam grade; so you'll be accomplishing a portion of the semester exam early.  We read p.188 and the Preamble on p.189.  To begin the in-depth look at Article I, we began viewing the related mini-documentary on constitutioncenter.org -- in the "Constitution Hall Pass" series (click on "More," and scroll down to find the one about the "Legislative" branch.  1st hour viewed until 9:26; 2nd hour is just about to begin; 4th hour is at 4:19.  While viewing, record clear notes of main ideas, facts, and explanations to address the "what," "how," and "why" of this section of the Constitution...to be continued in class tomorrow.